UZH Students Lead the Way in AI Adoption, with 97% Using Tools for Study

Over 900 students took part in a survey conducted by the UZH Digital Society Initiative (DSI) in March 2024, and almost all of them use AI tools in their studies. ChatGPT is by far the most popular tool among students, with 90% of respondents saying they had used it at least once in the six months leading up to the survey. The machine translation tool DeepL (70%) and the writing assistant Grammarly (37%) were also among the most used tools.

Working with these tools has practically become a part of everyday university life. More than half of students said they use AI tools at least once a week, and nearly one in six use them several times a day.

The survey revealed that AI tools are considered particularly helpful for writing or improving texts or programming code. Around 60% of students also see them as useful instruments for brainstorming, learning or research purposes.

Students see themselves as relatively well versed in using digital tools. They learn about the tools through online learning resources (89%) or from their peers. Only 14% of survey respondents said they turn to teaching staff, and just 6% learn about the tools in courses at UZH.

“Students are not waiting for the institution to adopt digital changes,” says Judit Martinez-Moreno, one of the authors of the study. “They are learning and adopting emerging technologies autonomously.” Martinez-Moreno believes UZH should support this and provide its students with spaces and learning opportunities to familiarize themselves with digital advances and engage with technology.

UZH already has a range of courses that cover AI tools, but many students aren’t aware of its offerings. Around 40% of students expressed a desire for more courses, not only on how to use AI tools but also on data protection issues or the ethical and societal implications of AI.

In general, students seem to be very deliberate in how they use these tools. A vast majority of respondents (94%) believe critical thinking is the most important skill when dealing with AI. Many also mention an awareness of copyright and licensing issues (74%) and of privacy and data protection (69%).

For DSI director Abraham Bernstein, it’s clear that using technological aids and AI tools will increasingly become the norm in the workplace. “This cooperation has to be learned and fostered in a safe environment – like learning to work in teams,” Bernstein says. This is why the DSI has also suggested that UZH develop a digital study companion, or AI buddy, for students. “The AI buddy should enable students to gain this experience during their studies at UZH,” says Bernstein.

Almost two-thirds of survey respondents stated that they would use such an AI buddy. The digital companion could help them access learning materials, organize their studies and also facilitate communication and exchanges with other students.

“Students would like to use such a companion for similar things for which they already use AI tools,” says Martinez-Moreno, including supporting their writing or managing literature. Students would also welcome support when it comes to planning their studies or managing their time. For example, the AI buddy might suggest modules they could take or inform them of the requirements they need to fulfill in order to graduate.

Students appear to be less eager to use a digital companion to engage with peers or as a discussion or sparring partner, however. According to the survey, students prefer to come to campus in person to meet people and build their social network. “Even the students who use AI tools most intensively appreciate direct interaction and discussions in the classroom,” says Martinez-Moreno.

In particular, students would expect an AI buddy app to help them save time, but also provide easier access to information and bring about general improvements in various areas (organization, results, etc.). “This is a very benefit-oriented attitude,” says Martinez-Moreno. “Students expect an AI buddy to make studying easier.” Around one-third of those surveyed believe that the AI buddy would benefit them.

Bernstein hopes that the AI buddy will in the long term also be able to support students in their learning. “We would like the AI buddy to become another learning partner – in addition to instructors, tutors and peers – that can help students with their various tasks,” says Bernstein. Over time, new functions could be added to the companion, such as answering questions about lectures or assisting students with their research, according to Bernstein.

As one of the seven focus areas defined by the Digital Strategy Board, the development of the AI buddy is also part of the university’s unfolding digital strategy. A first version of the app is expected for the end of 2025.

The survey also showed that students would handle the data generated in such an app responsibly. “They are reluctant to share personal data and would like to limit it to academic matters,” says Martinez-Moreno, e.g. their timetable, learning preferences, study interests and learning materials.

She therefore believes it is important to be transparent about how data are stored and used when implementing the AI buddy. Moreover, students should retain control over their data and be able to decide autonomously who can access the data and how. “This would allow students to decide what to share based on their individual preferences and concerns.”

The results of the survey helped shape a DSI position paper on the recommended use of AI in education, research and innovation. The study is also informing discussions on the topic between the Office of the Vice President Education and Student Affairs and UZH’s faculties.